Lesson Cycle (5E Model)

Lesson Title/Topic: Military Careers

Standards: 127.13. Career Preparation I
(9) The student identifies skills and attributes necessary for professional advancement. The
student is expected to: (B) compare rewards and demands for various levels of employment in a
variety of careers;
Lesson Objectives:
TSW will explore career possibilities within the
United States military and describe the
differences between enlisted and officer
personnel.

Assessment (Evaluation):
Describe the difference between an
officer and enlisted personnel.
Name three jobs they previously didnt
know where available in the military.

Materials:
Tri-fold board
Camouflage netting
Toy Soldiers
Blank index cards
Index cards with military alphabet
24 Jobs you didnt know handout
Enrollment Standard handout

The teacher will:

Focus (Engagement):
Question for students:

The student will:

1. Do you know anyone that has been in the

military?

Discuss any family members that are

veterans.

2. If anyone saw them today would they be

able to tell they had served?

Respond to questions.

3. Direct students select a card from the stack

of celebrity veterans. Tell them not to turn
it over until told to do so.

Select a card from the stack, do not turn

it over.

4. Have students turn over card one at a time

and read information out loud.

Tony Guzman

Micro-Teach #4

Turn over card one at a time and read

information out loud.

Teacher Input (Explanation & Elaboration):

Ask students if they know what each branch of the
military does.
Rank structure:
1. Compare the ranks of different military
branches.
2. Discuss with students how what they are
learning in school are transferable skills that
could be used in the military. It should be
stressed that the more personal responsibility
they accept, they will receive more
professional responsibilities, which lead to
promotions.
3. Discuss the consequences of receiving a
demotion.
4. Explain the difference between officers and
enlisted.
5. Ask students whether they would prefer to be
an officer or enlisted, explain why.
Pay Scale:
1. Mention to students that their salary is directly
related to their time in service and rank.
2. Discuss with students that the chart is Base
Pay.
3. Ask students to define Base Pay.
4. Have students brainstorm what they think are
some other ways they may receive additional
pay.
5. Have students distinguish the difference
between allowances and incentives and special
pay.
Allowance
o Housing Allowance
o Family Separation
Incentives and Special Pay
o Aviation (flight) pay
o Submarine pay
o Sea duty pay
o Dive pay
o Hazardous Duty pay
o Imminent Danger/Hostile Fire Pay

Special pay for Healthcare professional

Tony Guzman

Micro-Teach #4

Describe the differences between the

five branches of the service.

Compare and contrast the military

ranks between the different branches.
Give their opinion on what it would
take to get promotions.

Respond to questions.

Define the differences between

allowances and incentives and special
pay.
Discuss with group other ways to
increase from base pay scale.

o Medical Officer
o Dental Officer
Re-enlistment Bonus

6. Explain to students that the more they are able

to provide a valuable service, they more takehome pay they will receive.
Benefits
1. Have each student to select one of the benefits
that are listed on Tri-fold.
a. Read aloud for all students to hear.

Select one of the benefits from the Trifold for teacher to read aloud.

2. Discuss the remaining benefits with students.

Respond to questions.
3. Ask each student which benefit was most
surprising to them.
Enlistment Standards
Review enlistment standards:

Review enlistment standards:

Age
Citizenship
Credit and Finances
Education
Dependents
Drug and Alcohol use
Criminal History
Height and weight standards

1. Ask students to guess what us the number one

reason people are rejected from enlisting.
a. Weight requirements are the most
reason in rejections.
2. Ask students, What was one of the
requirements that surprised you?

Tony Guzman

Micro-Teach #4

Guess which reason most people are

rejected from entering service.

Respond to questions.

Guided Practice (Exploration):

1. Ask students what type of jobs do they know
are available in the military.
a. over 800 different jobs
2. Explain that on 15% of the jobs are considered
combat arms (i.e. people that fight in wars).
a. Use toys soldiers to visual the
difference between 15 and 85%
actually look like.
3. All these jobs require a certain lingo to
communicate to each other and a part if the
lingo is the phonetic alphabet.
4. Ask students if they are familiar with any
military lingo? Alphabet?
5. Use index cards to review the entire 26 letter
military alphabet with student.

Respond to questions about number of

available jobs.

Raise hand to share military lingo.

Respond/repeat to the phonetic

alphabet.

Independent Practice (Evaluation):

Review different military jobs:
1. Have students brainstorm different types of
military jobs. Write responses on index cards
for review.
2. Using the display of 24 toy soldiers
(previously numbered 1-24).
a. Have one student select one of the toy
soldiers.
b. Turn over to reveal the number on the
bottom.
c. Match the numbered soldier with a job on
the 24 Jobs you didnt know handout.
d. Student read aloud the details of the job
they selected.
e. Repeat process until all members have
selected two different jobs.
3. Phonetic Alphabet Game
a. Layout the phonetic alphabet on the table.
b. Ask students to pick out a word to spell
with the standard alphabet.
c. Have students turn the cards over
d. Translate their word into the military
phonetic alphabet.

Tony Guzman

Micro-Teach #4

Brainstorm different types of military

jobs. Write responses on index cards
Review unusual military jobs:
1. Select one of the toy soldiers.
2. Turn over to reveal the number
on the bottom.
3. Match the numbered soldier
with a job on the 24 Jobs you
didnt know handout.
4. Student read aloud the details of
the job they selected.
5. Repeat process until all
members have selected two
different jobs.
Phonetic Alphabet Game
a. Select a word to translate.
b. Pick the letters you need to
spell the word.
c. Turn cards over and read the
new name of the word.

Closure:
Review the list of jobs from brainstorming session.
Ask students the following questions:
1. What was the most interesting thing you learned
today?
2. How many were surprised about the different
types of military jobs?
3. Show each student two letters from military
alphabet and have them reply with correct
phonetic.

Options:
Enrichment:
1. Research three business leaders that are veterans
and provide a short essay on how their service
influenced their careers.
2. Have three students calculate base pay for a pilot
on overseas deployment in a hostile
environment.
3. Have two students calculate the monthly pay for
an enlisted (E-3) infantryman.

Respond to questions.

Reteach:
Display the phonetic portion of the
military alphabet and have student
name the corresponding letter.

Modifications:
Apply required IEP for students, as needed.
References:
http://www.wearethemighty.com/articles/weird-military-jobs
http://militarybenefits.info/2016-military-pay-charts/#ixzz4BUgIMWka
https://www.army.mil/e2/rv5_downloads/symbols/ranks.pdf
http://usmilitary.about.com/od/joiningthemilitary/a/enlstandards.htm
Special Pay
file:///C:/Users/Tony/Downloads/2016MilitaryPayChart%20(2).pdf

Tony Guzman

Micro-Teach #4